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Jigsaw

Management in the Active Classroom

Type

Videos

Grade Level

Jennifer Dauphinais leads her fifth-grade students from Brennan Rogers Magnet School in New Haven, CT, through a jigsaw protocol. In a jigsaw protocol small groups of students become experts in one section or text and hear oral summaries of the others. The protocol allows students to synthesize across texts and gain new understandings from their classmates about the topic as a whole.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL Education's grades 3-8 ELA curriculum.


Type

Videos

Grade Level

Jennifer Dauphinais leads her fifth-grade students from Brennan Rogers Magnet School in New Haven, CT, through a jigsaw protocol. In a jigsaw protocol small groups of students become experts in one section or text and hear oral summaries of the others. The protocol allows students to synthesize across texts and gain new understandings from their classmates about the topic as a whole.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL Education's grades 3-8 ELA curriculum.


Transcript

- It’s time for a Jigsaw! I need a learning target reader. Devante!

- I can find important details in informational texts and about vision and light.

- Informational texts, those are nonfiction texts. They provide a lot of information and facts that we will need to continue our investigation on light. With Jigsaw, students start out in expert groups and they examine one piece of text together. If you have what you need, you may begin reading. This is the silent read. Now’s a great time to have a conversation with your neighbors, finishing up on your own highlighting and talking to them about what information they found.

- He draws, like light pictures and then when you were walkin’ around, you’d find them where you would least expect them. Like around windows and doors.

- Now that you finished highlighting, I’ve handed out a form that’s on your desk, The Jigsaw Recording Form. Right now, we’re just gonna focus on filling in the top part. So give yourself some time right now, just to fill in those three spots. Expert Text, Title, Main Idea About Light, My Thinking and Key Details, about two or three. And after that’s completed, they move to separate groups, mixed groups with people who have read different pieces of text. And then they all share together and synthesize that information, as new learning.

- My main idea was talking about the context, how the grandma couldn’t read her grandson’s homework.

- One of the benefits of Jigsaw is to allow every student to practice a literacy skill at their level of need, still accessing the same content. And they can still contribute with one another, sharing from different pieces.

- Flavin, he captured art of light and Renoir captured art of light also. So I have a connection with these two.

- This table had a synthesis moment. And they want to tell you what they found out about their articles. Some students found commonality in their text. They had made connections and comparisons, which is very much the shift for Common Core. How can we take two different pieces of text, and look between them and find common themes, or common events and common feelings? Those are the fun moments when I realize that protocol has served its purpose. So have a conversation about that, and get that answer on...

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